Systematic Reviews and Meta Analysis
BibTex RIS Cite

Teacher qualifications: A bibliometric analysis of Scopus (1952-2023)

Year 2025, Volume: 6 Issue: 1, 21 - 37, 25.05.2025

Murat Polat

https://doi.org/10.59320/alanyazin.1680021

Abstract

This bibliometric study offers a comprehensive analysis of the evolving research landscape on teacher qualifications, employing advanced scientific mapping techniques based on data from the Scopus database. The study utilises a comprehensive dataset comprising 13,080 articles and 690 reviews, spanning the period between 1952 and 2023. This analysis illuminates the pivotal global collaborations and the most influential contributors within this domain. The United States, Australia, England, China, and Türkiye are at the vanguard of research output and citation impact. Notable scholars such as Dan Goldhaber, Linda Darling-Hammond, and Susanna Loeb have made a substantial impact on the development of this field. Over the past seven decades, there has been a steady increase in academic publications on teacher qualifications, reaching its zenith in 2023. Despite this upward trend, the findings suggest that the research on teacher qualifications has yet to fully mature, leaving ample room for further exploration. It is recommended that future research focus on the intersection of teacher education and professional development, particularly in relation to diverse educational policies. These insights open promising avenues for advancing this critical area of study.

Keywords

Teachers professional development teacher education teacher qualifications education policies bibliometric analysis Scopus database

Ethical Statement

As this is a bibliometric study that relies exclusively on secondary data from the Scopus database, no ethical approval was required. The study did not involve human participants or personal data.

References

  • Aina, J. K., & Olanipekun, S. (2015). A review of teachers' qualifications and its implication on students' academic achievement in Nigerian schools. International Journal of Educational Research and Information Science, 2(2), 10-15.
  • Ainley, M. (2012). Students' interest and engagement in classroom activities. In Handbook of research on student engagement (pp. 283-302). Springer US.
  • Andic, D., & Vorkapic, S. T. (2017). Teacher education for sustainability: The awareness and responsibility for sustainability problems. Journal of Teacher Education for Sustainability, 19(2), 121-137. https://doi.org/10.1515/jtes-2017-0018
  • Atar, H. Y. (2014). Multilevel effects of teacher qualifications on TIMSS 2011 science achievement. Education and Science, 39(172), 121-137.
  • Biesta, G. (2017). The future of teacher education: Evidence, competence or wisdom?. In: Peters, M., Cowie, B., Menter, I. (eds) A companion to research in teacher education. Springer. https://doi.org/10.1007/978-981-10-4075-7_29
  • Bond, M., Bedenlier, S., Marín, V. I., & Händel, M. (2021). Emergency remote teaching in higher education: Mapping the first global online semester. International journal of educational technology in higher education, 18, 1-24. https://doi.org/10.1186/s41239-021-00282-x
  • Brandenburg, R., Glasswell, K., Jones, M., & Ryan, J. (Eds.). (2017). Reflective theory and practice in teacher education (pp. 24-26). Springer.
  • Bremner, N., Sakata, N., & Cameron, L. (2022). The outcomes of learner-centred pedagogy: A systematic review. International Journal of Educational Development, 94, 102649. https://doi.org/10.1016/j.ijedudev.2022.102649
  • Bruner, J. (1974). Toward a theory of instruction. Harvard University Press.
  • Buddin, R., & Zamarro, G. (2009). Teacher qualifications and student achievement in urban elementary schools. Journal of Urban Economics, 66(2), 103-115. https://doi.org/10.1016/j.jue.2009.05.001
  • Cebi, A., Özdemir, T. B., Reisoğlu, İ., & Colak, C. (2022). From digital competences to technology integration: Re-formation of pre-service teachers' knowledge and understanding. International Journal of Educational Research, 113, 101965. https://doi.org/10.1016/j.ijer.2022.101965
  • Coenen, J., Cornelisz, I., Groot, W., Maassen van den Brink, H., & Van Klaveren, C. (2018). Teacher characteristics and their effects on student test scores: A systematic review. Journal of economic surveys, 32(3), 848-877. https://doi.org/10.1111/joes.12210
  • Cuban, L. (1984). How teachers taught: Constancy and change in American classrooms, 1890-1980. Research on Teaching Monograph Series.
  • Danielson, C. (2007). Enhancing professional practice: A framework for teaching. ASCD. Danişman, Ş., Güler, M., & Karadağ, E. (2019). The effect of teacher characteristics on student achievement: A meta-analysis study. Croatian Journal Educational, 21(4), 1367-1398. https://doi.org/10.15516/cje.v21i4.3322 Darling-Hammond, L., & Bransford, J. (Eds.). (2007). Preparing teachers for a changing world: What teachers should learn and be able to do. John Wiley & Sons.
  • DeAngelis, K. J., & Presley, J. B. (2011). Teacher qualifications and school climate: Examining their interrelationship for school improvement. Leadership and Policy in Schools, 10(1), 84-120. https://doi.org/10.1080/15700761003660642
  • Desimone, L. M. (2009). Improving impact studies of teachers' professional development: Toward better conceptualisations and measures. Educational researcher, 38(3), 181-199. https://doi.org/10.3102/0013189X08331140
  • Dirik, D., Eryilmaz, İ., & Erhan, T. (2023). Bibliometric analysis of studies on the concept of post-truth with VOSviewer. Sosyal Mucit Academic Review, 4(2), 164-188. https://doi.org/10.54733/smar.1271369
  • Donthu, N., Kumar, S., Mukherjee, D., Pandey, N., & Lim, W. M. (2021). How to conduct a bibliometric analysis: An overview and guidelines. Journal of Business Research, 133, 285-296. https://doi.org/10.1016/j.jbusres.2021.04.070
  • Er, E. (2021). The relationship between principal leadership and teacher practice: Exploring the mediating effect of teachers' beliefs and professional learning. Educational Studies, 1-20. https://doi.org/10.1080/03055698.2021.1936458
  • Ferguson, R. F. (1991). Paying for public education: New evidence on how and why money matters. Harv. J. on Legis., 28, 465.
  • Flower, A., McKenna, J. W., & Haring, C. D. (2017). Behaviour and classroom management: Are teacher preparation programmes really preparing our teachers?. Preventing School Failure: Alternative Education for Children and Youth, 61(2), 163-169. https://doi.org/10.1080/1045988X.2016.1231109
  • Gültekı̇n, M. (2020). Education and teacher qualifications in a changing society. Anadolu Journal of Educational Sciences International, 10(1), 654-700. https://doi.org/10.18039/ajesi.682130
  • Guo, Y., Connor, C. M., Yang, Y., Roehrig, A. D., & Morrison, F. J. (2012). The effects of teacher qualification, teacher self-efficacy, and classroom practices on fifth graders' literacy outcomes. The Elementary School Journal, 113(1), 3-24.
  • Hall, D. T. (1971). A theoretical model of career sub-identity development in organisational settings. Organisational Behavior and Human Performance, 6(1), 50-76. https://doi.org/10.1016/0030- 5073
  • Hanushek, E. A., & Rivkin, S. G. (2006). Teacher quality. Handbook of the Economics of Education, 2, 1051-1078. https://doi.org/10.1016/S1574-0692(06)02018-6
  • Hattie, J. (2008). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
  • Hsien, M., Brown, P. M., & Bortoli, A. (2009). Teacher qualifications and attitudes towards inclusion. Australasian Journal of Special Education, 33(1), 26-41. https://doi.org/10.1375/ajse.33.1.26
  • Kalkan, F., & Dagli, E. (2021). Views of secondary school students on ideal teacher qualifications: A phenomenological analysis. International Journal of Evaluation and Research in Education, 10(1), 317-329. http://doi.org/10.11591/ijere.v10i1.20565
  • Kankaraš, M., De Fruyt, F., & Primi, R. (2022). Theory and empirical practice in research on social and emotional skills. In Frontiers in Education (Vol. 7, p. 993878). Frontiers Media SA. https://doi.org/10.3389/feduc.2022.993878
  • Karagöz, S., & Rüzgar, M. E. (2020). The observations of student teachers in regard to professional qualifications of advisor teachers during teaching practicum. International Journal of Educational Research Review, 5(2), 141-150. https://doi.org/10.24331/ijere.691323
  • Kavcar, C. (1980). The problem of qualified teacher. Education and Science, 5(28), 17-22. Kazu, İ. Y., & Çam, H. (2019). Examining graduate studies on teacher efficacy and qualifications: a content analysis study. Electronic Journal of Social Sciences, 18(71), 1349-1367. https://doi.org/10.17755/esosder.516910
  • Kim, L. E., & Asbury, K. (2020). 'Like a rug had been pulled from under you': The impact of COVID- 19 on teachers in England during the first six weeks of the UK lockdown. British Journal of Educational Psychology, 90(4), 1062-1083. https://doi.org/10.1111/bjep.12381
  • Klingebiel, F., & Klieme, E. (2016). Teacher qualifications and professional knowledge. In: Kuger, S., Klieme, E., Jude, N., Kaplan, D. (eds) Assessing contexts of learning. Methodology of educational measurement and assessment. Springer, Cham. https://doi.org/10.1007/978-3- 319-45357-6_18
  • Krumboltz, J. D., Mitchell, A. M., & Jones, G. B. (1976). A social learning theory of career selection. The counselling psychologist, 6(1), 71-81. https://doi.org/10.1177/001100007600600117
  • Kunter, M., Kleickmann, T., Klusmann, U., & Richter, D. (2013). The development of teachers' professional competence. In: Kunter, M., Baumert, J., Blum, W., Klusmann, U., Krauss, S., Neubrand, M. (eds) Cognitive activation in the mathematics classroom and professional competence of teachers. Mathematics Teacher Education, vol 8. Springer, MA. https://doi.org/10.1007/978-1-4614-5149-5_4
  • Lee, S. W., & Lee, E. A. (2020). Teacher qualification matters: The association between cumulative teacher qualification and students' educational attainment. International Journal of Educational Development, 77, 102218. https://doi.org/10.1016/j.ijedudev.2020.102218
  • Liakopoulou, M. (2011). The Professional Competence of Teachers: Which qualities, attitudes, skills and knowledge contribute to a teacher's effectiveness. International Journal of Humanities and Social Science, 1(21), 66-78.
  • Liu, Y., Bellibaş, M. Ş., & Gümüş, S. (2021). The effect of instructional leadership and distributed leadership on teacher self-efficacy and job satisfaction: Mediating roles of supportive school culture and teacher collaboration. Educational Management Administration & Leadership, 49(3), 430-453. https://doi.org/10.1177/1741143220910438
  • Lovat, T., & Clement, N. (2008). Quality teaching and values education: Coalescing for effective learning. Journal of moral education, 37(1), 1-16. https://doi.org/10.1080/03057240701803643
  • Lozano-Peña, G., Sáez-Delgado, F., López-Angulo, Y., & Mella-Norambuena, J. (2021). Teachers' social-emotional competence: History, concept, models, instruments, and recommendations for educational quality. Sustainability, 13(21), 12142. https://doi.org/10.3390/su132112142
  • Luneta, K. (2012). Designing continuous professional development programmes for teachers: A literature review. Africa Education Review, 9(2), 360-379. https://doi.org/10.1080/18146627.2012.722395
  • Lyons, T. S., Lyons, J. S., Samson, J. A., Lyons, T. S., Lyons, J. S., & Samson, J. A. (2021). An appropriate response: A skills development framework. Entrepreneurship Skill Building: Focusing Entrepreneurship Education on Skills Assessment and Development, 19-37. https://doi.org/10.1007/978-3-030-77920-7_2
  • Manning, M., Garvis, S., Fleming, C., & Wong, G. T. (2017). The relationship between teacher qualification and the quality of the early childhood education and care environment. Campbell Systematic Reviews, 13(1), 1-82. https://doi.org/10.4073/csr.2017.1
  • Manning, M., Wong, G. T., Fleming, C. M., & Garvis, S. (2019). Is teacher qualification associated with the quality of the early childhood education and care environment? A meta-analytic review. Review of educational research, 89(3), 370-415. https://doi.org/10.3102/0034654319837540
  • Maphoso, L. S. T., & Mahlo, D. (2015). Teacher qualifications and pupil academic achievement. Journal of Social Sciences, 42(1-2), 51-58.
  • Marzano, R. J., Marzano, J. S., & Pickering, D. J. (2003). Classroom management that works: Research-based strategies for every teacher. ASCD.
  • Mertkan, Ş., & Gümüş, S. (2024). Review of systematic reviews in educational leadership and management: Methods used, topics explored and geographies covered. Educational Management Administration & Leadership. https://doi.org/10.1177/17411432241291197
  • Nguyen, T. D., Pham, L. D., Crouch, M., & Springer, M. G. (2020). The correlates of teacher turnover: An updated and expanded meta-analysis of the literature. Educational Research Review, 31, 100355. https://doi.org/10.1016/j.edurev.2020.100355
  • OECD (2005), Teachers matter: Attracting, developing and retaining effective teachers, Education and Training Policy, OECD Publishing. https://doi.org/10.1787/9789264018044-en
  • Oktay, A. (1991). Teaching profession and teacher's qualifications. Marmara University Atatürk Faculty of Education Journal of Educational Sciences, 3(3), 187-193.
  • Palmer, P. J. (2000). The courage to teach: Exploring the inner landscape of a teacher's life. Jossey-Bass. Penney, L. M., David, E., & Witt, L. A. (2011). A review of personality and performance: Identifying boundaries, contingencies, and future research directions. Human resource management review, 21(4), 297-310. https://doi.org/10.1016/j.hrmr.2010.10.005
  • Pham, H. T., Vu, T. C., Nguyen, L. T., Vu, N.-T. T., Nguyen, T. C., Pham, H.-H. T., Lai, L. P., Le, H.-C. T., & Ngo, C. H. (2023). Professional development for science teachers: A bibliometric analysis from 2001 to 2021. Eurasia Journal of Mathematics, Science and Technology Education, 19(5), em2260. https://doi.org/10.29333/ejmste/13153
  • Reeves, T. D., Hamilton, V., & Onder, Y. (2022). Which teacher induction practices work? Linking forms of induction to teacher practices, self-efficacy, and job satisfaction. Teaching and Teacher Education, 109, 103546. https://doi.org/10.1016/j.tate.2021.103546
  • Rivkin, S. G., Hanushek, E. A., & Kain, J. F. (2005). Teachers, schools, and academic achievement. Econometrica, 73(2), 417-458. https://doi.org/10.1111/j.1468-0262.2005.00584.x
  • Ryan, M., Rowan, L., Lunn Brownlee, J., Bourke, T., L'Estrange, L., Walker, S., & Churchward, P. (2022). Teacher education and teaching for diversity: A call to action. Teaching Education, 33(2), 194-213. https://doi.org/10.1080/10476210.2020.1844178
  • Saka, D., & Çelik, S. (2022). Inclusive teacher qualities as a foundation of refugee education: A framework review according to Turkish teachers' views. Education and Science, 47(209). http://dx.doi.org/10.15390/EB.2022.10506
  • Schön, D. A. (2017). The reflective practitioner: How professionals think in action. Routledge.
  • Schwartz, D. L., Martin, T., & Nasir, N. I. (2014). Designs for knowledge evolution: towards a prescriptive theory for integrating first-and second-hand knowledge. In Cognition, education, and communication technology (pp. 21-54). Routledge.
  • Seferoğlu, S. S. (2004). Teacher competences and professional development. Education in the Light of Science and Reason, 58(1), 40-45.
  • Sünbül, A. M. (1996). Teacher quality and their roles in teaching. Educational Administration in Theory and Practice, 8(8), 597-608.
  • Super, D. E. (1980). A life-span, life-space approach to career development. Journal of vocational behaviour, 16(3), 282-298.
  • Tonbuloğlu, B., Aslan, D., & Aydin, H. (2016). Teachers' awareness of multicultural education and diversity in school settings. Eurasian Journal of Educational Research, 64, 1-28. http://dx.doi.org/10.14689/ejer.2016.64.1
  • Toropova, A., Myrberg, E., & Johansson, S. (2021). Teacher job satisfaction: The importance of school working conditions and teacher characteristics. Educational review, 73(1), 71-97. https://doi.org/10.1080/00131911.2019.1705247
  • Tuncel, G., & Balcı, A. (2015). Teacher qualifications in democratic societies and their reflections on students. Marmara Journal of Geography, (31), 82-97. https://doi.org/10.14781/mcd.10867
  • Üstündağ-Kocakuşak, N., & Akar-Vural, R. (2023). Bibliometric analysis of studies on teacher resilience. EJERCongress 2023 Conference Proceedings.
  • Üstüner, M., Abdurrezzak, S., & Yıldızbaş, Y. V. (2021). Teachers' views on ideal teacher characteristics. Journal of National Education, 50(229), 567-585.
  • Van Eck, N. J., & Waltman, L. (2010). Software survey: VOSviewer, a computer programme for bibliometric mapping. Scientometrics, 84(2), 523-538. https://doi.org/10.1007/s11192-009-0146-3
  • Vondracek, F. W., Lerner, R. M., & Schulenberg, J. E. (2019). Career development: A life-span developmental approach. Routledge.
  • Wang, Y. (2012). Education in a changing world: Flexibility, skills, and employability. World Bank.
  • Wedel, K. (2021). Instruction time and student achievement: The moderating role of teacher qualifications. Economics of Education Review, 85, 102183. https://doi.org/10.1016/j.econedurev.2021.102183
  • Whitebook, M. (2003). Early education quality: Higher teacher qualifications for better learning environments - A review of the literature. Berkeley, CA: Center for the Study of Child Care Employment, University of California, Berkeley.
  • Yasin, G. M. (2021). Teacher qualifications and academic performance of pupils in public primary schools in Hargeisa district. Education Quarterly Reviews, 4(3), 39-44. https://doi.org/10.31014/aior.1993.04.03.315
  • Yavuz, M., Özkaral, T., & Yıldız, D. (2015). Teacher competences and teacher education in international reports. SDU International Journal of Educational Studies, 2(2), 60-71.
  • Yetim, A. A. & Göktaş, Z. (2004). Professional and personal qualifications of teachers. Kastamonu Journal of Education, 12(2), 541-550.
  • Zainuri, A., & Sukarno, M. R. (2022). The influence of management process skills and classroom managerial creativity abilities on science teachers' work productivity in online learning. Teaching and Teacher Education, 117(7), 1-16. Zhan, Z., Shen, W., Xu, Z., Niu, S., & Yu, S. (2022). A bibliometric analysis of the global landscape on STEM education (2004–2021): Towards global distribution, subject integration, and research trends. Asia Pacific Journal of Innovation and Entrepreneurship, 16(5), 545–564. https://doi.org/10.1108/APJIE-08-2022-0090

Öğretmen nitelikleri: Scopus verileri üzerine bibliyometrik bir analiz (1952-2023)

Year 2025, Volume: 6 Issue: 1, 21 - 37, 25.05.2025

Murat Polat

https://doi.org/10.59320/alanyazin.1680021

Abstract

Bu bibliyometrik çalışma, Scopus veri tabanından elde edilen verilere dayanan gelişmiş bilimsel haritalama tekniklerini kullanarak öğretmen nitelikleri üzerine gelişen araştırma ortamının kapsamlı bir analizini sunmaktadır. Çalışmada, 1952-2023 yılları arasındaki dönemi kapsayan 13.080 makale ve 690 incelemeden oluşan kapsamlı bir veri seti kullanılmıştır. Bu analiz, bu alandaki önemli küresel iş birliklerini ve en etkili katkıda bulunanları aydınlatmaktadır. Amerika Birleşik Devletleri, Avustralya, İngiltere, Çin ve Türkiye, araştırma çıktısı ve atıf etkisinde öncü konumdadır. Dan Goldhaber, Linda Darling-Hammond ve Susanna Loeb gibi önemli akademisyenler bu alanın gelişiminde önemli bir etki yaratmıştır. Geçtiğimiz yetmiş yıl boyunca, öğretmen niteliklerine ilişkin akademik yayınlarda istikrarlı bir artış olmuş ve bu artış 2023 yılında zirveye ulaşmıştır. Bu artış eğilimine rağmen bulgular, öğretmen nitelikleri üzerine yapılan araştırmaların henüz tam olarak olgunlaşmadığını ve daha fazla keşif için geniş bir alan bıraktığını göstermektedir. Gelecekteki araştırmaların, özellikle çeşitli eğitim politikalarıyla ilişkili olarak, öğretmen eğitimi ve mesleki gelişimin kesişimine odaklanması tavsiye edilmektedir. Bu görüşler, bu kritik çalışma alanını ilerletmek için umut verici yollar açmaktadır.

Keywords

Öğretmenler mesleki gelişim öğretmen eğitimi öğretmen nitelikleri eğitim politikaları bibliyometrik analiz Scopus veri tabanı

References

  • Aina, J. K., & Olanipekun, S. (2015). A review of teachers' qualifications and its implication on students' academic achievement in Nigerian schools. International Journal of Educational Research and Information Science, 2(2), 10-15.
  • Ainley, M. (2012). Students' interest and engagement in classroom activities. In Handbook of research on student engagement (pp. 283-302). Springer US.
  • Andic, D., & Vorkapic, S. T. (2017). Teacher education for sustainability: The awareness and responsibility for sustainability problems. Journal of Teacher Education for Sustainability, 19(2), 121-137. https://doi.org/10.1515/jtes-2017-0018
  • Atar, H. Y. (2014). Multilevel effects of teacher qualifications on TIMSS 2011 science achievement. Education and Science, 39(172), 121-137.
  • Biesta, G. (2017). The future of teacher education: Evidence, competence or wisdom?. In: Peters, M., Cowie, B., Menter, I. (eds) A companion to research in teacher education. Springer. https://doi.org/10.1007/978-981-10-4075-7_29
  • Bond, M., Bedenlier, S., Marín, V. I., & Händel, M. (2021). Emergency remote teaching in higher education: Mapping the first global online semester. International journal of educational technology in higher education, 18, 1-24. https://doi.org/10.1186/s41239-021-00282-x
  • Brandenburg, R., Glasswell, K., Jones, M., & Ryan, J. (Eds.). (2017). Reflective theory and practice in teacher education (pp. 24-26). Springer.
  • Bremner, N., Sakata, N., & Cameron, L. (2022). The outcomes of learner-centred pedagogy: A systematic review. International Journal of Educational Development, 94, 102649. https://doi.org/10.1016/j.ijedudev.2022.102649
  • Bruner, J. (1974). Toward a theory of instruction. Harvard University Press.
  • Buddin, R., & Zamarro, G. (2009). Teacher qualifications and student achievement in urban elementary schools. Journal of Urban Economics, 66(2), 103-115. https://doi.org/10.1016/j.jue.2009.05.001
  • Cebi, A., Özdemir, T. B., Reisoğlu, İ., & Colak, C. (2022). From digital competences to technology integration: Re-formation of pre-service teachers' knowledge and understanding. International Journal of Educational Research, 113, 101965. https://doi.org/10.1016/j.ijer.2022.101965
  • Coenen, J., Cornelisz, I., Groot, W., Maassen van den Brink, H., & Van Klaveren, C. (2018). Teacher characteristics and their effects on student test scores: A systematic review. Journal of economic surveys, 32(3), 848-877. https://doi.org/10.1111/joes.12210
  • Cuban, L. (1984). How teachers taught: Constancy and change in American classrooms, 1890-1980. Research on Teaching Monograph Series.
  • Danielson, C. (2007). Enhancing professional practice: A framework for teaching. ASCD. Danişman, Ş., Güler, M., & Karadağ, E. (2019). The effect of teacher characteristics on student achievement: A meta-analysis study. Croatian Journal Educational, 21(4), 1367-1398. https://doi.org/10.15516/cje.v21i4.3322 Darling-Hammond, L., & Bransford, J. (Eds.). (2007). Preparing teachers for a changing world: What teachers should learn and be able to do. John Wiley & Sons.
  • DeAngelis, K. J., & Presley, J. B. (2011). Teacher qualifications and school climate: Examining their interrelationship for school improvement. Leadership and Policy in Schools, 10(1), 84-120. https://doi.org/10.1080/15700761003660642
  • Desimone, L. M. (2009). Improving impact studies of teachers' professional development: Toward better conceptualisations and measures. Educational researcher, 38(3), 181-199. https://doi.org/10.3102/0013189X08331140
  • Dirik, D., Eryilmaz, İ., & Erhan, T. (2023). Bibliometric analysis of studies on the concept of post-truth with VOSviewer. Sosyal Mucit Academic Review, 4(2), 164-188. https://doi.org/10.54733/smar.1271369
  • Donthu, N., Kumar, S., Mukherjee, D., Pandey, N., & Lim, W. M. (2021). How to conduct a bibliometric analysis: An overview and guidelines. Journal of Business Research, 133, 285-296. https://doi.org/10.1016/j.jbusres.2021.04.070
  • Er, E. (2021). The relationship between principal leadership and teacher practice: Exploring the mediating effect of teachers' beliefs and professional learning. Educational Studies, 1-20. https://doi.org/10.1080/03055698.2021.1936458
  • Ferguson, R. F. (1991). Paying for public education: New evidence on how and why money matters. Harv. J. on Legis., 28, 465.
  • Flower, A., McKenna, J. W., & Haring, C. D. (2017). Behaviour and classroom management: Are teacher preparation programmes really preparing our teachers?. Preventing School Failure: Alternative Education for Children and Youth, 61(2), 163-169. https://doi.org/10.1080/1045988X.2016.1231109
  • Gültekı̇n, M. (2020). Education and teacher qualifications in a changing society. Anadolu Journal of Educational Sciences International, 10(1), 654-700. https://doi.org/10.18039/ajesi.682130
  • Guo, Y., Connor, C. M., Yang, Y., Roehrig, A. D., & Morrison, F. J. (2012). The effects of teacher qualification, teacher self-efficacy, and classroom practices on fifth graders' literacy outcomes. The Elementary School Journal, 113(1), 3-24.
  • Hall, D. T. (1971). A theoretical model of career sub-identity development in organisational settings. Organisational Behavior and Human Performance, 6(1), 50-76. https://doi.org/10.1016/0030- 5073
  • Hanushek, E. A., & Rivkin, S. G. (2006). Teacher quality. Handbook of the Economics of Education, 2, 1051-1078. https://doi.org/10.1016/S1574-0692(06)02018-6
  • Hattie, J. (2008). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
  • Hsien, M., Brown, P. M., & Bortoli, A. (2009). Teacher qualifications and attitudes towards inclusion. Australasian Journal of Special Education, 33(1), 26-41. https://doi.org/10.1375/ajse.33.1.26
  • Kalkan, F., & Dagli, E. (2021). Views of secondary school students on ideal teacher qualifications: A phenomenological analysis. International Journal of Evaluation and Research in Education, 10(1), 317-329. http://doi.org/10.11591/ijere.v10i1.20565
  • Kankaraš, M., De Fruyt, F., & Primi, R. (2022). Theory and empirical practice in research on social and emotional skills. In Frontiers in Education (Vol. 7, p. 993878). Frontiers Media SA. https://doi.org/10.3389/feduc.2022.993878
  • Karagöz, S., & Rüzgar, M. E. (2020). The observations of student teachers in regard to professional qualifications of advisor teachers during teaching practicum. International Journal of Educational Research Review, 5(2), 141-150. https://doi.org/10.24331/ijere.691323
  • Kavcar, C. (1980). The problem of qualified teacher. Education and Science, 5(28), 17-22. Kazu, İ. Y., & Çam, H. (2019). Examining graduate studies on teacher efficacy and qualifications: a content analysis study. Electronic Journal of Social Sciences, 18(71), 1349-1367. https://doi.org/10.17755/esosder.516910
  • Kim, L. E., & Asbury, K. (2020). 'Like a rug had been pulled from under you': The impact of COVID- 19 on teachers in England during the first six weeks of the UK lockdown. British Journal of Educational Psychology, 90(4), 1062-1083. https://doi.org/10.1111/bjep.12381
  • Klingebiel, F., & Klieme, E. (2016). Teacher qualifications and professional knowledge. In: Kuger, S., Klieme, E., Jude, N., Kaplan, D. (eds) Assessing contexts of learning. Methodology of educational measurement and assessment. Springer, Cham. https://doi.org/10.1007/978-3- 319-45357-6_18
  • Krumboltz, J. D., Mitchell, A. M., & Jones, G. B. (1976). A social learning theory of career selection. The counselling psychologist, 6(1), 71-81. https://doi.org/10.1177/001100007600600117
  • Kunter, M., Kleickmann, T., Klusmann, U., & Richter, D. (2013). The development of teachers' professional competence. In: Kunter, M., Baumert, J., Blum, W., Klusmann, U., Krauss, S., Neubrand, M. (eds) Cognitive activation in the mathematics classroom and professional competence of teachers. Mathematics Teacher Education, vol 8. Springer, MA. https://doi.org/10.1007/978-1-4614-5149-5_4
  • Lee, S. W., & Lee, E. A. (2020). Teacher qualification matters: The association between cumulative teacher qualification and students' educational attainment. International Journal of Educational Development, 77, 102218. https://doi.org/10.1016/j.ijedudev.2020.102218
  • Liakopoulou, M. (2011). The Professional Competence of Teachers: Which qualities, attitudes, skills and knowledge contribute to a teacher's effectiveness. International Journal of Humanities and Social Science, 1(21), 66-78.
  • Liu, Y., Bellibaş, M. Ş., & Gümüş, S. (2021). The effect of instructional leadership and distributed leadership on teacher self-efficacy and job satisfaction: Mediating roles of supportive school culture and teacher collaboration. Educational Management Administration & Leadership, 49(3), 430-453. https://doi.org/10.1177/1741143220910438
  • Lovat, T., & Clement, N. (2008). Quality teaching and values education: Coalescing for effective learning. Journal of moral education, 37(1), 1-16. https://doi.org/10.1080/03057240701803643
  • Lozano-Peña, G., Sáez-Delgado, F., López-Angulo, Y., & Mella-Norambuena, J. (2021). Teachers' social-emotional competence: History, concept, models, instruments, and recommendations for educational quality. Sustainability, 13(21), 12142. https://doi.org/10.3390/su132112142
  • Luneta, K. (2012). Designing continuous professional development programmes for teachers: A literature review. Africa Education Review, 9(2), 360-379. https://doi.org/10.1080/18146627.2012.722395
  • Lyons, T. S., Lyons, J. S., Samson, J. A., Lyons, T. S., Lyons, J. S., & Samson, J. A. (2021). An appropriate response: A skills development framework. Entrepreneurship Skill Building: Focusing Entrepreneurship Education on Skills Assessment and Development, 19-37. https://doi.org/10.1007/978-3-030-77920-7_2
  • Manning, M., Garvis, S., Fleming, C., & Wong, G. T. (2017). The relationship between teacher qualification and the quality of the early childhood education and care environment. Campbell Systematic Reviews, 13(1), 1-82. https://doi.org/10.4073/csr.2017.1
  • Manning, M., Wong, G. T., Fleming, C. M., & Garvis, S. (2019). Is teacher qualification associated with the quality of the early childhood education and care environment? A meta-analytic review. Review of educational research, 89(3), 370-415. https://doi.org/10.3102/0034654319837540
  • Maphoso, L. S. T., & Mahlo, D. (2015). Teacher qualifications and pupil academic achievement. Journal of Social Sciences, 42(1-2), 51-58.
  • Marzano, R. J., Marzano, J. S., & Pickering, D. J. (2003). Classroom management that works: Research-based strategies for every teacher. ASCD.
  • Mertkan, Ş., & Gümüş, S. (2024). Review of systematic reviews in educational leadership and management: Methods used, topics explored and geographies covered. Educational Management Administration & Leadership. https://doi.org/10.1177/17411432241291197
  • Nguyen, T. D., Pham, L. D., Crouch, M., & Springer, M. G. (2020). The correlates of teacher turnover: An updated and expanded meta-analysis of the literature. Educational Research Review, 31, 100355. https://doi.org/10.1016/j.edurev.2020.100355
  • OECD (2005), Teachers matter: Attracting, developing and retaining effective teachers, Education and Training Policy, OECD Publishing. https://doi.org/10.1787/9789264018044-en
  • Oktay, A. (1991). Teaching profession and teacher's qualifications. Marmara University Atatürk Faculty of Education Journal of Educational Sciences, 3(3), 187-193.
  • Palmer, P. J. (2000). The courage to teach: Exploring the inner landscape of a teacher's life. Jossey-Bass. Penney, L. M., David, E., & Witt, L. A. (2011). A review of personality and performance: Identifying boundaries, contingencies, and future research directions. Human resource management review, 21(4), 297-310. https://doi.org/10.1016/j.hrmr.2010.10.005
  • Pham, H. T., Vu, T. C., Nguyen, L. T., Vu, N.-T. T., Nguyen, T. C., Pham, H.-H. T., Lai, L. P., Le, H.-C. T., & Ngo, C. H. (2023). Professional development for science teachers: A bibliometric analysis from 2001 to 2021. Eurasia Journal of Mathematics, Science and Technology Education, 19(5), em2260. https://doi.org/10.29333/ejmste/13153
  • Reeves, T. D., Hamilton, V., & Onder, Y. (2022). Which teacher induction practices work? Linking forms of induction to teacher practices, self-efficacy, and job satisfaction. Teaching and Teacher Education, 109, 103546. https://doi.org/10.1016/j.tate.2021.103546
  • Rivkin, S. G., Hanushek, E. A., & Kain, J. F. (2005). Teachers, schools, and academic achievement. Econometrica, 73(2), 417-458. https://doi.org/10.1111/j.1468-0262.2005.00584.x
  • Ryan, M., Rowan, L., Lunn Brownlee, J., Bourke, T., L'Estrange, L., Walker, S., & Churchward, P. (2022). Teacher education and teaching for diversity: A call to action. Teaching Education, 33(2), 194-213. https://doi.org/10.1080/10476210.2020.1844178
  • Saka, D., & Çelik, S. (2022). Inclusive teacher qualities as a foundation of refugee education: A framework review according to Turkish teachers' views. Education and Science, 47(209). http://dx.doi.org/10.15390/EB.2022.10506
  • Schön, D. A. (2017). The reflective practitioner: How professionals think in action. Routledge.
  • Schwartz, D. L., Martin, T., & Nasir, N. I. (2014). Designs for knowledge evolution: towards a prescriptive theory for integrating first-and second-hand knowledge. In Cognition, education, and communication technology (pp. 21-54). Routledge.
  • Seferoğlu, S. S. (2004). Teacher competences and professional development. Education in the Light of Science and Reason, 58(1), 40-45.
  • Sünbül, A. M. (1996). Teacher quality and their roles in teaching. Educational Administration in Theory and Practice, 8(8), 597-608.
  • Super, D. E. (1980). A life-span, life-space approach to career development. Journal of vocational behaviour, 16(3), 282-298.
  • Tonbuloğlu, B., Aslan, D., & Aydin, H. (2016). Teachers' awareness of multicultural education and diversity in school settings. Eurasian Journal of Educational Research, 64, 1-28. http://dx.doi.org/10.14689/ejer.2016.64.1
  • Toropova, A., Myrberg, E., & Johansson, S. (2021). Teacher job satisfaction: The importance of school working conditions and teacher characteristics. Educational review, 73(1), 71-97. https://doi.org/10.1080/00131911.2019.1705247
  • Tuncel, G., & Balcı, A. (2015). Teacher qualifications in democratic societies and their reflections on students. Marmara Journal of Geography, (31), 82-97. https://doi.org/10.14781/mcd.10867
  • Üstündağ-Kocakuşak, N., & Akar-Vural, R. (2023). Bibliometric analysis of studies on teacher resilience. EJERCongress 2023 Conference Proceedings.
  • Üstüner, M., Abdurrezzak, S., & Yıldızbaş, Y. V. (2021). Teachers' views on ideal teacher characteristics. Journal of National Education, 50(229), 567-585.
  • Van Eck, N. J., & Waltman, L. (2010). Software survey: VOSviewer, a computer programme for bibliometric mapping. Scientometrics, 84(2), 523-538. https://doi.org/10.1007/s11192-009-0146-3
  • Vondracek, F. W., Lerner, R. M., & Schulenberg, J. E. (2019). Career development: A life-span developmental approach. Routledge.
  • Wang, Y. (2012). Education in a changing world: Flexibility, skills, and employability. World Bank.
  • Wedel, K. (2021). Instruction time and student achievement: The moderating role of teacher qualifications. Economics of Education Review, 85, 102183. https://doi.org/10.1016/j.econedurev.2021.102183
  • Whitebook, M. (2003). Early education quality: Higher teacher qualifications for better learning environments - A review of the literature. Berkeley, CA: Center for the Study of Child Care Employment, University of California, Berkeley.
  • Yasin, G. M. (2021). Teacher qualifications and academic performance of pupils in public primary schools in Hargeisa district. Education Quarterly Reviews, 4(3), 39-44. https://doi.org/10.31014/aior.1993.04.03.315
  • Yavuz, M., Özkaral, T., & Yıldız, D. (2015). Teacher competences and teacher education in international reports. SDU International Journal of Educational Studies, 2(2), 60-71.
  • Yetim, A. A. & Göktaş, Z. (2004). Professional and personal qualifications of teachers. Kastamonu Journal of Education, 12(2), 541-550.
  • Zainuri, A., & Sukarno, M. R. (2022). The influence of management process skills and classroom managerial creativity abilities on science teachers' work productivity in online learning. Teaching and Teacher Education, 117(7), 1-16. Zhan, Z., Shen, W., Xu, Z., Niu, S., & Yu, S. (2022). A bibliometric analysis of the global landscape on STEM education (2004–2021): Towards global distribution, subject integration, and research trends. Asia Pacific Journal of Innovation and Entrepreneurship, 16(5), 545–564. https://doi.org/10.1108/APJIE-08-2022-0090
There are 75 citations in total.

Details

Primary Language English
Subjects Educational Administration, Supervision, Planning and Economics (Other), Teacher Education and Professional Development of Educators
Journal Section Systematic Review
Authors

Murat Polat 0000-0002-2921-7831

Publication Date May 25, 2025
Submission Date April 19, 2025
Acceptance Date May 6, 2025
Published in Issue Year 2025 Volume: 6 Issue: 1

Cite

APA Polat, M. (2025). Teacher qualifications: A bibliometric analysis of Scopus (1952-2023). Alanyazın, 6(1), 21-37. https://doi.org/10.59320/alanyazin.1680021
 Download Cover Image

CRES Journal [Journal of Critical Reviews in Educational Sciences]

 images?q=tbn:ANd9GcRbQIkP_D_poOssHWU279XAyYSP5d-JWiBPbA&usqp=CAU images?q=tbn:ANd9GcRiNzCyssj8nwmeDh2Mv26TEmEY_jon7Pxy0Q&usqp=CAU